LESSONS ELEVEN TO TWENTY OF THE BEGINNERS ARABIC COURSE FROM

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LESSON ELEVEN: Present tense verbs

LESSON ELEVEN: PRESENT TENSE VERBS Look back to lesson nine to see how we made verbs in the Past. In this lesson we are going to talk

about Present tense verbs. These are actions that are not yet completed or finished. Past tense verbs

were formed by adding endings to show who did the action, however with present tense verbs

something is added to the beginning instead. Look at the following examples:

ي ك ت ت (yaktubu) he writes

ي ك ت ت (taktubu) she writes ي ك ت ت (taktubu) you write[to a male] ي ك ت يي (taktubeena) you write[to a female] ي ك ت ت (aktubu) I write

ي ك ي ت (yadhhabu) he goes ي ك ي ت (tadhhabu) she goes ي ك ي ت (tadhhabu) you go[to a male] ي ك ي يي (tadhhabeena) you go[to a female] ي ك ي ت

(adhhabu) I go

*Note : It is important to note that the verb form is the same for "she does" and "you do" [to a male],

but you will usually be able to tell the meaning from context.

It is also important to learn and remember the vowelling of present tense verbs. You may have noticed

that yaktub took a damma in the middle while yadhhab took a fatha. This is not for any grammatical

reason; it is just the way the verb is spelt.

Here are the present tense "he" forms of the verbs given in lesson nine.

ل س(labasa) he wore

ي ك بست (yalbisu) he wears ل(akala) he ate

ي ك تلت (ya'kulu) he eats شر (shariba) he drank

ري ت يشك (yashrabu) he drinks فعل(fa3ala) he did

لت عي ي ك (yaf3alu) he does

لع (la3aba) he played

ي كعي ت (yal3abu) he plays

وعد(wa3ada) he promised

دت عب ي (ya3idu*) he promises وجد

(wajida) he found

جبدت ي (yajidu*)he finds

*note: because these two verbs begin with letter waw in the past they behave irregularly in the present and drop the waw.

VOCAB: There are no new verbs given today, but please learn the correct vocalisation of the verbs shown above

EXERCISES

1.) Conjugate all the above verbs [ie form them for "he, she, you, I]

2.) Translate the following into English

شر رشد

سام إلى مدنة قر ة مي هجميا س مري جا اا

ل ل طعام؟

ف المدرسة ع ال

3) Translate the following into Arabic

a) what are you wearing Noura?

b) Did you write the book?(to a male) No, Yousef is writing the book

c) Mariam is eating Felafel

d) I am going to the mosque

e) Ali is playing in the garden

4.) Make 3 of your own sentences with present tense verbs

LESSON TWELVE: Daily routine

To take a break from the previous more grammar orientated topics, this lesson will cover the daily

routine and vocabulary related to every day life.

Firstly, read the following short story about Ahmed's morning (with the translation.) Verbs are

highlighted in green.

س قظ مد مي فراشه الساعة السا عة ص ا اAhmed wakes up from his bed at 7am

غ سلإلى ال ماي و He goes to the bathroom and washes himself س ثا هHe dresses in his clothes ال طور مع خ ه ف المط خ ناول He has breakfast with his sister in the kitchen شر القهوة و لHe drinks coffee, and he eats

غادر مد ف الساعة الثامنة والنصف Ahmad leaves at 8:30. ارة إلى العمل السHe goes to work by car و خ ه إلى المدرسةand his sister goes to school. مد مسرور ا هAhmed is happy with his life ش رو هللا ع ى ل ما له And he thanks Allah for all that he has.

The illustration also shows the text with full vocalisation

Here is some of the new vocab which you should learn:

فراش(firaash)

bed/matress

ثا (theyaab)

clothes

قهوة(qahwa)

coffee

مسرور (masroor)

happy

اة(hayaat)

life

ل (kull)

all

Telling the time

In the story, we read that Ahmed gets up at 7am and leaves the house at 8:30am... Now we will learn

how to form similar sentences ourselves and to tell the time:

الساعة الوا دةone o clock

(as-saa3at ul waahida)

اعة الثانةالس two o clock

(as-saa3at uth thaaniya)

الساعة الثالثةthree o clock

(as-saa3at uth thaalitha)

الساعة الرا عةfour o clock

(as-saa3at ur raabiya)

الساعة الخامسةfive o clock

(as-saa3at ul khaamisa)

الساعة السادسةsix o clock

(as-saa3at us saadisa)

الساعة السا عةseven o clock

(as-saa3at us saabi3a

الساعة الثامنةeight o clock

(as-saa3at uth thaamina)

الساعة ال اسعةnine o clock

(as-saa3at ut taasi3a)

الساعة العاشرةten o clock

(as-saa3at ul 3aashira)

الساعة ال ادة عشرةeleven o clock

(as-saa3at ul haadiya 3ashara)

الساعة الثانة عشرةtwelve o clock

(as-saa3at uth thaaniya 3ashara)

to say "half past" we add the phrase والنصف(wan nisf) eg: الساعة السا عة والنصفas-saa3atus saabi3atu wan nisf

If the time is the morning, you can add following the word to make this clear.

ص ا اا

(sabaahan)

If it is in the evening, you can add this word instead.

مسااا (masaa'an)

To ask a question about what time something happens, or when someone does something, we use the word

م ى؟

(mataa?)

eg:

؟ المدرسة إلىم ى (mataa tadhhabu ila al madrasa?)

When / what time do you go to school.

Rooms of the house

غرف ال تrooms of the house غرفة الج وس

(ghurfat ul jaloos)

sitting room غرفة االس ق ال

(ghurfat ul istiqbaal)

reception room

غرفة الطعاي(ghurfat uT Ta3aam)

dining room المط خ(al matbakh)

kitchen ال ماي(alHamaam)

bathroom غرفة النوي(ghurfat un nawm)

bedroom ال راج(al kiraaj)

garage ال دقة(alhadeeqa)

garden

Yawmun fi Hayaati Su3aad

Now read this story

وي ف اة سعادة األصل س ف الوي العادي . وسف,و خها ي ف لندي مع والدهاسعاد نت عراق

ال ماي ل غ سل ول نظف سنانها س قظ الساعة السا عة ص ا اا و إلىثي س ي . ف الساعة السا عة والنصف إلى المط خ و ل ال طور ال ي عد ها مها

ع ى مها و ش ر ا ع ى الطعاي

ة ف غرف ها النويثي س ثا ها المدر س

و دثاي مع ال عض ف ,غادر وسف ال ت مع خ ه و اي إلى م طة ال افيت مشاا س غرق الر ة إلى المدرسة نصف ساعة. ن س الوفت

. ف المدرسة ع ي سعاد شاا ثرة و ساعد صدفاا ا ا ا لي هموا الدرسخالمدرسة ودرسها الم ضل و ال اري

ف الساعة الثالثة عود إلى ال ت و ساعد مها ف نظف ال ت و عد لك س عمل ال اسو و ث ع رش ة اإلن رنت

yawmun fi Hayaati Su3aad

Su3aadun bintun 3iraaqiyyat ul aSl taskunu fi landan ma3a waalidayhaa wa akheehaa yousef.

Fil yawm il 3aadiyyi tastayqaDu as-saa3at as-saabi3ata SobaaHan wa tadhhabu ila al Hamaam

litaghtasila wa li tunaDDifa asnaanahaa.

Fis saa3at is-saabi3ati wan-nisfi tadhhabu ilal maTbakhi wa ta'kulu alfatoor alladhee 3addathaa

ummuhaa. Thumma tusallimu 3ala ummihaa wa tashkuruhaa 3ala aT-Taa3aam.

Thumma talbisu theyaabahaa-l-madrasiyyata fee ghurfatihaa-n-nawm.

yughaadiru yousef albayt ma3a ukhtihi wa yadhhabaani ila maHaTTatil Haafilaati wa

yataHaddathaani ma3 alba3Di fi nafsil waqt. Tastaghraqu-r-riHlatu ilal madrasa nisfu saa3a.

Fil madrasati tata3allamu su3aadu ashayaa'a katheeratan wa tusaa3idu asdiqaa'ahaa idha lam

yafhamoo-d-dars. Tuhebbu-l-madrasata wa darsuhaa-l-mufaDDil huw at-taareekh.

Fis saa3at ith thaalithati ta3oodu ilal bayti wa tusaa3idu ummahaa fi tanDeefil bayti wa ba3da

dhaalika tasta3milu-l-Haasooba wa tabHathu 3abr shobkatil Internet.

A day in the life of Suaad

Suaad is an Iraqi girl living in London with her parents and her brother Yousef. In a normal day she

wakes up at 7am and goes to the bathroom to wash her self and clean her teeth. At 7:30 she goes to the

kitchen and eats the breakfast that her mother prepared. Then she greets her mother and thanks her for

the food.

Then she puts on her school clothes in her bedroom.

Yousef leaves the house with his sister and they go to the bus stop by foot, talking to each other at the

same time. The journey to school takes half an hour.

At school Suaad learns many things and helps her friends if they do not understand the lesson. She

loves school and her favourite lesson is History.

At 3 oclock she returns home and helps her mum to clean the house. Then she uses the computer and

searches on the Internet.

Every day verbs

اس قظwakes up اغ سلwashes غادر

leaves - departs ش ر

thanks دث مع األصدقاا

speaks with friends زار

visits ساعدhelps ط خ

cooks ص ىprays ج س

sits شا د ال زوي

watches tv لع plays

EXCERSIZES

1) put the following in order, according to Ahmed's morning routine

غ سلإلى ال ماي و

شر و , ل القهوة س قظ

ش رو هللا ع ى ل ما له

إلى العمل ال طور ناول

2) write the following times in Arabic

a) 8am

b) 9:30

c)10pm

d) 11am

e) 4oclock

f) 5:30

3) answer the following questions in Arabic about your own routine [try and answer in full sentences if you are able]

م ى س قظ؟mataa tastayqaDu? ال ت؟م ى غادر

mataa tughaadiru-l-bayt? م ى عود إلى ال ت؟

mataa ta3oodu ila-l-bayt? م ى ل؟

mataa ta'kul? م ى ساعد مك؟

mataa tusaa3idu ummak? 4) Answer the following questions about this house plan

ي ال ماي؟ayn al hammam?

ي غرفة النوي؟ayna ghurfat in nawm? ي المط خ؟

ayn al matbakh? ي غرفة الج وس؟

ayna ghurfat il jaloos?

5) Answer the following questions in Arabic about Suaad

م ى س قظ سعاد؟ ما إسي خ سعاد؟

ل سعاد المدرسة؟

ي س ي سعاد؟ مي ي والدا ا؟

6) Write a piece about your daily routine, or make one up

LESSON THIRTEEN: Plurals

Plurals in Arabic refer to three or more of something.

In English plurals are usually formed by adding an S to the end of a noun, although there are

some irregulars like "mice".

In Arabic, it is actually more common for plurals to be 'irregular' [known as broken plurals] so

each plural may have to be learned just like vocab.

However, to make it easier there are some patterns which are often followed.

One of the most important rules to remember about Plurals in Arabic is:

Non human plurals (for example "cats", "chairs", "books" ) are treated grammatically as if

they were feminine singular (i.e. "she")

This means that...

when describing them you would use a feminine adjective

when referring back to them you use the pronoun "haa"

if using them as a subject of a sentence, use a feminine verb

EG:

مساجد جم ة(Masaajid jameela) beautiful mosques

ها... ي ي ي ال ي ي ي ي(kataba alkutub... katabahaa) he wrote the books... he wrote them ي ي يت ال ي (dhahabat al kilaab) the dogs went

Here are the plurals for some of the vocab given in previous lessons :

وت(buyoot) houses

والد(awlaad) boys

وا (abwaab) doors

ق و (quloob) hearts

م ا (makaatib) offices

مساجد(masaajid) mosques

ي (kilaab) dogs

قطط(qutut) cats

(kutub) books

راس(kuraasee) chairs

قمصاي(qumsaan) shirts

رجال(rijaal) men

Two of the main patterns for plurals are known as:

ول فتعت

عال فكThe fa 3ayn and lam represent the root letters of the word.

An example of each is:

وت(buyoot) houses

والد(awlaad) boys

Exercises

1.) Make up 5 equational sentences where the subject is a non human plural

2.) Translate the following:

ذ قطط رة

ع ال ي ف الد اي القمصاي جم ة ي ال راس؟

الرجال ف المسجد واالوالد ف المدرسة

3.) Replacing the root letters with fa ayn lam as shown in the lesson: find the "plural pattern" for the following:

قمصاي رجال

4.) If the following nouns follow the pattern عال :then create their plurals فك

ق ي(qalam) pen ورق

(waraq) leaf ف ي

(film) film ولد

(walad) boy

LESSON FOURTEEN : Future

LESSON 14: Future

In Arabic there is no "future tense" as such [as there is in English, French, German etc]. To express

the idea that you will do something in the future, you use the present tense verb [eg yaf3alu عل ] and

add the letter "seen" سThis "seen" stands for the Arabic word "sawfa" سوف which could be translated as "will". [You may also add the full word "sawfa" in front of the verb (doing verb) but it is

more common to see just the "seen" which is written attached to the following verb, with no space in between]

Read the following examples

س ست مدت قمصاا جميا (sa yalbisu Ahmad qameesan jameelan)

Ahmad will wear a beautiful shirt س لت طعام

(sa akulu Ta3aamy)

I will eat my food س س عملت نورةت ال اسو ي

(sa tasta3milu Noora alHaasoob)

Noora will use the computer س جدي ا كب

(satajideena kitaabaki)

you will find your book (to a girl) م ى س ت وسف؟(mataa sa yadhhabu yousef?)

When will yousef go?

As you can see, it does not affect the way the verb is formed. The "seen" is just stuck to the beginning of the word.

If you are Muslim (or even if not, but you believe in God and know that He has power over everything) then it is also good

to include the following phrase when talking about future events or making future plans:

إيك شاا هللا(in shaa'a Allah)

If Allah wills There are also words of time which can be used to give a sentence a future meaning, such as:

غداا (ghadan) tomorrow االس ووي القاديي

(al usbo3 alqaadim) next week/the coming week الشهري القاديي

(ash shohr al qaadim) next month / the coming month السنةي القاديي

(as sanat al qaadim) next year / the coming year

In grammar these words are known as "adverbials of time" and usually they will always come with a fatha on the last letter.

(Unless a preposition comes in front of them)

Exercises

1.) Make the following past tense sentences into future sentences:

ت نورة إلى المسجد وجدتت عااشة ف الد ايب

؟ ي تيي المااي شر ع

تب ا ا جمي

2.) Make up an answer to the following questions:

؟ م ى س ساعدت مكي؟ ي م ى سدرست ع

م ى س س قظت عااشةت غداا؟ م ى س غادريي ال ت؟

م ى سص ى المس ي صية المغر ؟ م ى سزورت مد صدقيه؟

3.) Translate the following: a) Maryam will cook food next week God willing

b) What will Ali wear to school?

c) I will help my mother tomorrow

d) You will drink water (to a girl)

e) You will wash yourself at 8am (to a boy)

f) when will I wake up in the morning?

4.) Make up 5 of your own future sentences.

Vocabulary is the words of time plus you MUST remember the word

سوفandس

LESSON FIFTEEN: Plural Pronouns and their verb conjugations

LESSON FIFTEEN

So far we covered how to conjugate verbs for the following : I, you, he and she.

These are all singular subjects (i.e. they refer to one person only). But what about if you wanted to talk

about more than one person?

In that case we have to deal with the following: We, you lot, and they (for both male and female

groups).

The pronouns to describe these sets of people are as follows:

يت ني كwe

(nahnu)

نك تيك you lot

(antum)

(refers to a group of mixed gender, or a group of all males)

نك تين you lot

(antunna)

(refers only to an all female group)

يك ت

They

(hum)

(refers to a group of mixed gender, or a group of all males)

ين ت

They

(hunna)

(refers only to an all female group)

Just like with the singular pronouns, each of these have their own special form of the verb. For the

past tense these are...

نا

(dhahabnaa)

we went ك تيك

(dhahabtum)

you lot went ك ي

(dhahabtunna)

you lot went (all girls) توا

(dhahaboo)

they went يي ك

(dhahabna)

they went (all girls)

In the present tense the verb forms are as follows :

ني ي ت (nadhhabu)

we go ي ويي

(tadhhaboona)

you lot go يي ك

(tadhhabna)

you lot go (all girls) ي ويي

(yadhhaboona)

they go يي ي ك

(yadhhabna)

they go (all girls)

The all girl forms are quite rare, so if the info in this lesson is alot for you, then concentrate on learning the verb forms for

nahnu, antum and hum insha allah.

IMPORTANT THINGS TO NOTE : 1.) In Arabic these plural "they" and "you lot" are only used for THREE or more people, not two. [There is a dual form for

two people which will be learnt later]

2.) If the verb comes before the subject then the verb stays in the singular form... to understand please look at the following

examples :

األوالد(yadhhab ul awlaad)

the boys are going

The subject (the boys) comes after the verb therefore it stays in singular, but note that the gender still matches the subject. األوالد ويي (al awlaadu yadhhaboona)

the boys are going

The subject (the boys) comes before the verb so it must be condugated for the plural ت ال نات(dhahabat ul banaat)

the girls went

The subject (the girls) comes after the verb therefore it stays in singular, but note that the gender still matches the subject.

يال نات

(al banaat dhahabna)

the girls went

The subject (the girls) comes before the verb so it must be condugated for the plural

األوالد ثي وا(dhahab al awlaadu thumma akaloo)

the boys went and then they ate

The subject at first comes after the verb so it did not have to be congugated in plural. For the second verb, the plural

subject was already mentioned so it became necessary for it to be congugated for that plural subject.

Word Order

In Fus-ha Arabic sentences it is preferred to follow this order unless you have a reason not to:

1.) Verb

2. )Subject

3.) Object

This means that as above when talking about a plural subject you may not need to conjugate the verb into the plural.

Always think carefully whether you need to conjugate it or not. The rule is:

IF THE PLURAL SUBJECT IS MENTIONED BEFORE THIS VERB, THEN CONJUGATE IN THE PLURAL - IF

NOT THEN CONJUGATE IN THE SINGULAR, BUT MAKE SURE TO ALWAYS USE THE CORRECT GENDER

REGARDLESS OF POSITION OF THE SUBJECT.

Exercises

1.) Conjugate the following verbs for all the forms shown above in the past

ل س اس عمل

ل

درس

2.) Now complete the same thing for the present

3.) Take one example and put it into the future (refer to last lesson)

4.) Translate the following into English:

وي إلى المسجد ساعدي م ي ف ال ت

رس ال رنسة السنة القادمة إي شاا درسنا العر ة ذ السنة وسند هللا

5) Translate the following into Arabic:

a) Layla and Mustafa and Noora will go to the city tomorrow

b) where did you all go??

c) we ate in the mosque

d) they prayed in the park

e) the boys played with the dog

6) make up 3 sentences of your own using plural subjects

LESSON SIXTEEN: Free time

In this topic we will talk about Hobbies, social activities and what ways we can spend our free time.

Look at the following pictures and the corresponding vocabulary.

The activities shown are :

مشا دة رامج ال ازmushaahidatu buraamij at tilfaaz

watching tv programes مشا دة افيي

mushaahidatu aflaam

watching films

المطالعة, القرااة al qiraa'a, al muTaala3a

reading ال ا إلى الم ة

adh dhahaabu ilal maktaba

going to the library الموسقى واالناشداالس ماو إلى

al istimaa3u ilal muusiiqaa wal anaasheed

listening to music / nasheeds ال ا إلى الم ا ف و المسرح

adh dhahaab ilal mataahid aw al masrah

going to museums or the theater ال نزذ ف ال دقة العامة و ع ى شطا ال ر

at tanazzahu fil hadeeqat il 3aamma aw 3ala shaTee'l bahr

walking in the park or at the sea side العمل ف ال دقة

al 3amal fil hadeeqa

gardening لعا ال وم و ر

al3aab ul kombyooter

computer games اإلن رنت

al internet ممارسة رة القدي

mumaarisatu kurat il qadam

playing/practising football مشا دة رة القدي

mushaahidatu kurat il qadam

watching football الط خ

aT Tabkh

cooking الرسيar rasm

drawing ر و الدرجات و الخل

rukoob ud darrajaat aw al khayl

riding bikes or horses ممارسة العا الطاولة الشطرنج والس را ل

mumaarisat al3aab at taawilata kash shaTranaj was skraabel

playing board games like chess and scrabble ال نس, رة المضر

kurat ul maDrab / at tennis

tennis

الطاولة رةkurat ut taawila

table tennis لع ة الرشةlu3bat ur reesha

badminton

ممارسة رة الس ةmumaarisatu kurat as salla

playing basketball ممارسة الس ا ة

mumaarisat us sabaaHa

practising swimming

The following new words are also used in the exercises:

ر هللاdhikr ullah

remembering Allah / zikr االعمال الخرةal 3amaal ul khayriyya

doing things for charity دخيال

at tadkheen

smoking شر ال هول

shurb al kuhool

drinking alcohol ال هو

al lahw

lazing around

Also the following phrases will be useful when talking about what you like or dislike doing :

ي قض وقات فراغ ف(uhebbu an aqDiy awqaat faraaghee fi...)

I love / like to spend my free time doing...

رذ ي قض وقات فراغ ف(akrahu an aqDiy awqaat faraaghee fi...)

I hate to spend my free time doing...

Activities

1. Read the following:

ي مارس ي قض وقات فراغ ف الس ا ة و . نا رشد مي مصر رذ القرااة. رة الس ة ضا

ف وقات فراغ ي إلى السنما . إسم وردة و نا ط ة ف لندي ألشا د األفيي الجددة و ال نزذ ف ال دقة العامة

خ ال رة مري الط خ والرسي والس ا ة رة القدي ول ن خ مراد ي. نا زن و ي مارس لعا الطاولة

ر ها

Answer the questions:

a) which two people share the same hobby and what is it?

b) Who would like to play chess or scrabble?

c) Who is interested in the new films?

d) Who prefers sports to reading?

e) Where does Warda like to go walking?

f) Do Zaynab and her brother Morad agree on their hobbies?

g) What is Rasheed's nationality?

h) Who mentions the most hobbies?

2. Translate the following :

a) Noura, Aisha and Zaynab like riding bikes in the park

b) Ali likes to spend his free time practising basketball

c) Iman hates drawing but her brother Mohammed likes it.

3. Write a paragraph about your own interests and hobbies and what you do and don't like doing. Make it as detailed as

you can and try and make more than just one sentence!

4. Look at the following activities and decide which ones are good activities to please Allah and which ones are not.

ر هللا االعمال الخرة ال دخي شر ال هول

قرااة القراي مساعدة م ال هو دراسة ال غة العر ة

LESSON SEVENTEEN: Idafa (possessive Construction)

We have seen some "idafa" phrases already such as غرفة الج وسsome people might have wondered "why don't we put AL on the front of the word ghurfa?" Well this topic basically

explains why you can not do that

إضافة

This is used for phrases that could usually be expressed in English in this format : "The... of the....." (eg "The window of

the car", "the book of the boy") which is equivalent to : "The .....'s ......" (eg the car's window, the boy's book."

Grammatically this is a possessive construction. It takes the genative case, meaning that the second part of the

construction should always take a kasra. The first part should not take a definite article, but it is defined by its

relationship to the second part and therefore should not have tanween.

example...

ا ت الك تب baab ul bayt(i)

the door of the house

ا ت ا نبهب kitaab ubnihi

the book of his son It is possible to qualify any of the nouns in the Idafa structure (to add an adjective to describe them), but as the idafa

should not be broken they will be placed at the end, whichever of the nouns they are qualifying. This means the case

ending is important in showing which noun the adjective belongs to.

This means if you were to say "the big house of the boy / the boy's big house" in Arabic the word order would be like this :

the house (subject) - the boy(who it belongs to) - the big (describing the subject, or who it belongs to depending on case

ending)

سارةت ال نتب الصغرةت sayyaarat ul bint is sagheera(tu)

the small car of the girl

سارةت ال نتب الصغرةب sayyaarat ul bint is sagheera(ti)

the car of the small girl There could be an idafa with more than two nouns (double idafa). In this case the 2nd, 3rd and any other nouns would all

take kasra and as usual the first is determined by the function in the sentence.

Example:

ا ت تب الرجلب baabu bayt ir rajul(i)

the door of the man's house

as above only the final noun will show a definite article.

In some cases if the Idafa construction will be too complicated, for example if the first noun was following a preposition

and therefore in the genetive with kasra, and there was an adjective, you will not be able to tell which noun the adjective is

referring to, so you might prefer to abandon this construction and express it a different way...

فى ا ب الطال ب الجددب fi kitaab iT Taalib il jadeed(i)

is it.... in the book of the new student, or in the new book of the student? No way to tell! if you wanted to say in the new

book of the student (just to choose one for example) it may be better to say

فى ال ا ب الجددب ل طال ب fil kitaab il jadeedi lit taalib(i)

as this will avoid any ambiguity.

Sometimes you might see an idafa where the second part does not begin with definite article. This is known as "indefinite

idafa". Common examples of this are when the 2nd part is a person's name which is grammatically seen as indefinite (such

as Mohammed) eg :

ا ت م مدد kitaabu Mohammedin

Mohammed's book / the book of Mohammed

Exercises

1.) translate the following into Arabic:

1.) This is the teacher's house

2.) The door of Ahmed's car is big

3.) I found it in the big box of the clever student

4.) That is the boy's friend's dog

5.) He is my son's teacher

2.) Translate the following into English

؟ ي ق يت المدرسب؟ م ى غادرت نتت اإلمايب

ا تت الط ب

ش اكت مسجدب مدن جمل

مي ك؟ جتت م مدد الصغرةت

3. Highlight the idafas in the previous sentences.

4. True or false questions

a) The first part of Idafa always begins with definite article

b) Idafas can be translated as "the.... of the...."

c) you can have more than two nouns in an Idafa

d) Idafas can easily be broken in the middle

e) Idafa is rarely used in Arabic

f) You must always have definite article in the final part of Idafa

5. Make 5 of your own sentences featuring idafa constructions

LESSON EIGHTEEN : Relative clauses

"Relative clauses" are usually translated in English with the words "which", "who", "that". In Arabic

they are called اإلسماء الموصولة

Relative sentences are made up of two parts: The antecedent and the relative clause.

The Antecedent will be a noun. The relative clause gives extra information about this antecedent noun.

An example of this in English is:

This is the boy who studies Biology

The boy is the antecedent. In this case he is also the subject of the sentence, although the object could

also be an antecedent. The relative clause is "who studies Biology" because that is the extra info

about this antecedent.

In Arabic there are a group of words used in place of "who, which" etc and the correct one is chosen

according to gender and number.

These are only used when the antecedent is DEFINATE

Here is the list:

ال ي

alladhee

for masculine singular

ال allatee

for feminine singular (including non human plural)

ال يي alladheena

for masculine plural

الوا allawaatee

for female plural

The dual ones will be given later when we cover that topic

As well as these special words, in Arabic you also need to add a "returner" as a part of the relative

clause. This is a pronoun which refers back to the antecedent. If the relative clause features a verb

which is done by the antecedent, then the returner is considered to be shown by that verb and nothing

else is necessary. However if the verb is done by anyone else the returner should be added in the form

of a pronoun.

Now to get an idea of relative clauses here are some examples:

ا ت ال ي وجد ه؟ ي ال

ayn al kitaab ulladhee wajadtuhu?

Where is the book which I found?

The antecedent is al kitaab (the book)

the relative clause is alladhee wajadtuhu

the word alladhee was chosen as kitaab is singular masculine

the returner is "hu" on the end of the verb, chosen because kitaab is singular masculine and hu is the

singular masculine returner word

و الولدت ال ي درس نا

huw al walad ulladhee yadrusu hunaa

he is the boy who studies here

the antecedent is al walad (the boy)

the relative clause is alladhee yadrusu huna

the word alladhee was chosen because it is singular masculine

the returner is "inside" the verb. When the relative clause is an action done by the antecedent, then you

do not need to write the returner separately as the verb conjugation shows it

ضر ع ال ي ال ي ف المط جب

Daraba 3ali ul kalb alladhee dhahaba fil matbakh

ali hit the dog who went in the kitchen

antecedent is al kalb (the dog)

relative clause is alladhee dhahaba fil matbakh

alladhee is chosen because it is singular masculine

the returner is inside the verb.

خ ال نت ال ساعدت المدرسةي ukhtee al bint ullatee tusaa3id ul mudarrisa

my sister is the girl who helps the teacher

the antecedent is ukhtee (my sister)

the relative clause is allatee tusaa3id ul mudarrisa

allatee was chosen as antecedent is singular feminine

the returner is in the verb tusaa3idu

األوالدت ال ي ع وي رة القدي

dhahab al awlaad alladheena yal3aboona kurat al qadam

the boys who play football went

the antecedent is al awlaad (the boys)

the relative clause is alladheen yal3aboona kurat al qadam

alladheena was chosen because its masculine plural

the returner is in the verb

*****

If the antecedent is not definite then you do not need to use the special words such as "alladhee" etc

but you STILL NEED the returner.

Here are some examples of indefinite relative sentences :

ا رجل إلى المسجد

hadha rajulun dhahaba ilal masjid

this is a man who went to the mosque

antecedent is rajulun which is indefinate

so no need for "alladhee"

the returner is in the verb

قطة وجد ها ف دق

hiya qiTTatun wadajtuhaa fi Hadeeqatee

she's a cat which I found in my garden

the antecedent is qittatun (indefinate)

so no need for allatee

relative clause is wajadtuhaa fi hadeeqati

the returner is haa, because the verb wajada was done by someone other than the antecedent.

قر تت ا اا ه رجل جمل qara'tu kitaaban katabahu rajulun jameelun

I read a book which a handsome man wrote

the antecedent is kitaaban (indefininte)

the relative clause is katabahu rajulun jameelun

the returner hu is written because someone other than the antecedent did this verb.

It is also possible to write vague relative sentences, with none of the "alladhee" words or a returner.

These simply use the words "maa" and "man"

ما

مي

we have come across these words before.

maa is used for objects, and translates as "what"

man is used for people and translates as "who"

Examples:

قر تت ما الولدت qara'tu maa katab al walad

I read what the boy wrote

ذ ل ما ط خ ي

akala maa Tabakha ummuhu

he ate what his mum cooked

ضر ت نورة مي ل طعامها

Darabat Noora man akala Ta3amahaa

Noora hit the one who ate her food

In these examples you can not say exactly what is the antecedent because the name of the object is not

given. For example in number one, the antecedent could really be : the letter, the book, the story etc

but we are not told it by reading the sentence. That is why it is vague.

Sometimes you might want to write a relative sentence where the antecedent is a whole sentence, in

that case you use the following special phrase:

األمرت ال يal amr ulladhee

the matter which..

ال دقةإلى ال ا مي منعناألمر ال ي مرضا نتت

kuntu mareeDan al amr ulladhee mana3anee min adh dhihaab ilal Hadeeqa

I was ill which prevented me from going to the park

(I’ve colour coded this sentence as many of the words are not from the previous lessons vocabulary so

it could have been confusing for new students)

Exercises:

1. write your own very short summary of the topic relative clauses

2. Translate the following (definate antecedents):

a) This is the boy who I hit

b) Where is the food which I like?

c) That is the nurse who studied in my university

d) Are you wearing the shirt which I found?

e) Arabic is the language which we learn in school

3. translate the following (indefinite antecedents) :

a) Its in a book I read last year

b) There's a ball in the garden which Yusuf found

c) That's a car which I used

d) That’s a man who plays football

4.) Take the following sentences and convert them into vague sentences by replacing the antecedents

with either maa or man

5.) Make 5 examples of your own relative sentences

6.) Read and translate the following :

الطعاي ال ي ط جه ل ى قر ما قر وسف السنة الماضة و ولد ضر ه المدرس

لت م ا ال اسو ال ي اس عي

LESSON NINETEEN : The Root system

The Root System:

Arabic belongs to the Semitic group of languages.

The characteristic feature of Semitic languages is their basis of consonantal roots (this means each word has a root made up of letters which are not vowels),

Roots are mostly trilateral. (i.e. most roots are made up of Three letters

Variations in shade of meaning are obtained, first by varying the vowelling of the simple root, and secondly by the addition of prefixes, suffix and in-fixes.

An Arabic word is composed of two parts: 1) The root; which is usually formed of three (sometimes four) consonants. 2) The pattern; There are many "patterns" existing in the Arabic language which may be applied to a certain root to produce a meaningful word. Because of the productive nature of the Arabic morphology, Arabic writing was mainly designed to convey primarily the root information. Hence, Arabic writing system represents mainly consonants. As we already learnt, vowels are added in by use of Harakaat (damma, kasra, fatha) We previously touched upon this root and pattern system in the lesson on Broken Plurals. That is the kind of thing for which understanding about word patterns can be useful.

Patterns are normally shown by using the root فعل as an example. If we wanted to symbolise the pattern of these following words:

شارب

صا ب

صالبح

then we would write : ل فاعب

As explained above, different yet similar words can be made by using the same root but changing the

pattern. Look at the following words all from the same root:

ي ي ي

kataba

he wrote

ب ا

kitaab

book

ت ت

kutub

books

ا ب

kaatib

writer

م ك

maktab

office

م ة

maktaba

library or bookshop

All the words are on the topic of writing.

Exercises

1. Read the lesson and answer the following to test your understanding:

a) Arabic is from which group of languages?

b) How many letters are usually in an Arabic root?

c) Are the roots made up of consonants or vowels?

d) What are the two parts of an Arabic word?

e) Which three letters are typically used to demonstrate word patterns?

f) Give an example of how we can change a simple root to modify meaning?

2. Identify the following patterns, using the root fa3ala to show

a)

عد سي

ي ر

غر صي

b)

س رر دي مت

عي ري مت

مت ي رش

c)

درس ر ش

3. Identify the common root of the following and each of their patterns:

سي ري دي

ة سي ري دك مي

س رر دي مت

س رك دي

رس دك ية راسي دب

LESSON TWENTY : Kaana and Inna

Lesson twenty: اي وإي

We will deal with these in the context of “equational sentences” (see lesson four)

Both of these words can be placed at the start of an equational sentence and then slightly change the

following grammar.

We will firstly take إي This word does not really need to be translated, but if you want to you can translate it as “indeed” or

“verily”. Its purpose is to add emphasis to a sentence.

This word is always followed by a noun, and will always put the noun into the accusative (ie it makes

it carry fatha)

EG:

مل ليدت جي الكويليدي جمل إي الكوي

If it was followed by a pronoun, then the pronoun changes into its accusative form which is the same

as the possessive pronouns... EG

وي فيقر ت

هت فقر إنن

As for اي It could be said to have the opposite effect of Inna.

This word puts the meaning of the equational sentence in the past and can be translated as “was”. It is

a verb, and all conjugations of it cause the same grammatical effect. [It is what's known as a Hollow

Verb, and that topic will be dealt with later]

The effect of Kaana is that it puts the predicate in the accusative.

EG

مل ليدت جي الكويليدت جميا ايي الكوي

This is a quite simple topic and the basic summary to remember is:

Inna : Subject in Accusative, predicate unaffected

Kaana : Subject unaffected, predicate in Accusative

Exercises:

1.) write 5 of your own equational sentences, each time giving the sentence by itself, then with inna

and then with kaana

2.) Translate the following:

جميا * ايي وسف

ر ** انت عااشة زوجةي الن

رجيا رماا *** ايي م مد

*alayhi salaam **radhiallahu anhaa *** salallahu alayhi wa salam

3.) Translate these too :

!إنكب طال ة مج هدة ا خدجة

اا إي ا الولدي ست قمصاا فرنس إي ال نتي جمل

TEST TWO: covering lessons eleven to twenty

This test covers lessons eleven to twenty but also assumes knowledge of the first ten lessons.

1. Vocabulary (out of 35)

a) English to Arabic (out of 15)

1. Coffee

2. Life

3. Sitting Room

4. He woke up

5. Television

6. He thanked

7. Leaf

8. Pen

9. Next Year

10. We

11. Museums

12. Garden

13. Cooking

14. Badminton

15. Bathroom

b) Arabic to English (out of 15)

مط خ ص ى

ثا ل زار

ف ي غداا

ن ي مطالعة مسرح

رة القدي دراجة دخي ال هول ساعد

c) Recognise the words and fill in the missing letter (out of 5)

ة_ك_ال

و_ل_ا

سل_ا

راج_ال

راش_

2. Sentences (out of 35)

a) translate from English to Arabic (out of 20)

What time do you wake up?

I hate to spend my time in school

Do you like swimming?

Where is my brother's friend's little car?

I found this cat under Moosa's bed

Alia and Rashid went to the market

My husband drank all the water

This boy is very hard working

Mariam studied Arabic in school last year, and next year she will go to Egypt God willing

Those cats are beautiful!

b) Translate from Arabic into English (out of 10)

ا رجل إلى المسجد

ف المط جب ضر ع ال ي ال ي

؟ م ى غادرت نتت اإلمايب س س عملت نورةت ال اسو ي

س مري جا اا جميا مد مسرور ا هةت الساعة السا عة ص ا اا ف الوي العادي س قظ عال خ مراد رة القدي ي قض وقات فراغ ف الط خب تب قمصي ؟ يي وجدك

c) complete these sentences with any words which make sense (out of 5)

أي ووجد ت نورة إلى هل ذهبد

لبسوا ااووج ننحب ي ننقضد رر قل المجد 3. Grammar drills (20)

a) make these past tense verbs into present (5)

لدبد د ربت د

بوا هد ذدقنا فدعدج ل ود ود

b) makes these present tense verbs into past (5)

اجر قأيد عد د بد دبويد قعد أد بيد د

c) show the changes that would occur to these 5 sentences when prefixed by Inna and Kaana

(10)

الولج مو تجد ال قح بأرد البنت وأقة الن ة ذ أةد

ح قى ال اولة ال ا

4.) Reading comprehension. Read the following paragraph and answer the questions in English (out of 8)

بعج العوج مي المجرسة اي نج منمج و صج ائه و ات فراغول ي صجأنه. هأا قعح رة النجل فض النجأنة: ن الأول م م فنال منمج اي

وا رنت خ ه السبانة. رأج الذهاح إلى السأنما, و: قض ال

هأا نذهح قنا إلى النجأنة العامة وبعج ذلك وزل سا جوي : ثل جخل بو منمج و ال متا ل و جرسوي لقمجرسة

1) What did Mohammed want to do? and where? (2)

2) What did his Sister want to do? (1)

3) What did his friend Ali want to do? (1)

4) Who suggested going to the park? (1)

5) What two things did they all have to do later on? (2)

6) What had they all done earlier in the day? (1)

5) Reading Comprehension (out of 10)

نا مي لنديإسم مجا د و

س قظ الساعة السا عة لن وي و غ سل و ل ال طور ق ل ال ا إلى الجامعة س ي ف تد قر د جداا مي الجامعة ف غادرت الساعة الثامنة والنصف و د الدروس

الساعة ال اسعة درس ال غة العر ة و الجامعةي ثرااعة السادسة عود إلى ال ت الساعة الرا عة و ل الس

Questions:

1) where does Mujahid live? (3)

2) what does he study? and where? (2)

3) what does he do in the morning before leaving the house? (2)

4) what time does he eat in the evening? (1)

5) when does he return home? (1)

6) how much time is there between him waking and leaving the house in the morning? (1)

6.) Grammar terms (out of 18)

Explain (in English) and give an example of the following (in Arabic)

relative clause

antecedent

Plural pronoun

Past tense verb

Present tense verb

Future tense

Broken Plural

Idafa

triliteral root

7.) Write a small paragraph about yourself and your free time (8 marks)